LIBRARY 

OF   THE 

UNIVERSITY  OF  CALIFORNIA. 


Deceived  e  ,  i8g  / 

on  No.    ^     -.  3  &O-   Class  No. 


'a&s&iJ^S&Psfa 


w 

SS4K3 


V     ' 


»  •: 


HiRFJe 


SUGGESTIONS 

FOR 

QYMNASTIC  KXBRCISES 

FOR 

SCHOOLS. 


SUGGESTIONS 


FOR 


GYMNASTIC  EXERCISES 


FOR 


SCHOOLS, 


BY 

CLARK    SWAZEY. 


L~ 


COPYRIGHT,    1H8«, 

SPRINGFIELD,   MASS. 


W 


"/*  z>  ?/#/  #  .$•<?«/,  //  w-  not  a  body,  that  we  are  training  up;  it 
is  a  man,  and  we  ought  not  to  divide  him  into  two  parts" 

— MONTAIGNE. 


INTRODUCTION. 


BEFORE  the  adjustment  of  any  truth  to  a  balance  is  reached, 
popular  opinions  are  subject  to  extreme  oscillations ;  and  thus 
it  has  been  common  for  the  scholar  to  despise  "  brute  force," 
and  for  the  athlete  to  regard  with  contempt  the  mere  student. 
But  we  now  recognize  the  fact  that  mind  and  body  are  comple- 
mentary to  each  other,  and  that,  as  co-ordinate  parts  of  a  whole, 
their  development  should  be  simultaneous.  It  is  not  intended 
to  question  the  fact  that  the  body  should  be  subservient  to  the 
mind,  but  it  is  evidently  a  great  loss  of  power  if  the  mind,  in 
the  exercise  of  its  faculties,  must  fight  against  the  body  or  drag 
it  reluctantly  along. 

Mind  is  pre-eminent.  Even  beauty  and  grace  are  chiefly 
delightful  to  the  cultivated  observer  as  embodiments  or  earnests 
of  mental  attributes:  but  that  which  is  higher  must  exist  upon 
a  basis  of  what  is  lower,  and  that  which  is  interior  must  be  ex- 
pressed in  something  exterior.  It  is,  therefore,  important  that 
the  mind  should  have  good  physical  conditions  under  which  it 
may  manifest  itself. 

The  brain  is  our  sole  physical  organ  of  thought,  and  the 
work  which  it  does  is  immediately  dependent  upon  the  quality 
and  amount  of  blood  which  is  sent  to  it  by  the  circulatory  sys- 
tem. Since  the  condition  of  the  blood,  moreover,  is  largely  de- 
pendent upon  its  unrestricted  flow  to  all  parts  of  the  body  and 
upon  its  free  oxidization,  physical  exercise  becomes  an  impor- 
tant factor  in  mental  training  and  is  a  legitimate  and  useful 
part  of  school  work. 

It  is  not  possible  in  this  little  manual  to  enter  into  the  physi- 
ology or  philosophy  of  movements,  but  merely  to  suggest  a  few 
approved  exercises  to  teachers  who  are  desirous  of  making  a 
beginning  with  their  pupils  in  systematized  exercise. 

Acknowledgment  is  made  to  Miss  Allen,  of  the  Allen  Gym- 
nasium Company,  for  the  following  movements,  many  of  which 
are  selected  from  her  work. 

H.  C.  S. 
BOSTON,  Feb.  1887. 


GENERAL  REMARKS  TO  THE  TEACHER. 


IT  is  very  desirable  that  any  one  who  regulates  the  physical 
exercise  of  himself  or  of  others  should  have  an  intelligent  knowl- 
edge of  skeletal  and  muscular  anatomy  and  of  the  general  and 
particular  effects  of  exercise.  The  body  as  well  as  the  mind  of 
each  individual  bears  within  itself  its  own  standard  of  perfect- 
ibility, and  this  personal  standard  must  be  kept  constantly  in 
mind.  Until,  however,  public  conviction  of  the  utility  of  the 
simultaneous  training  of  body  and  mind  is  sufficiently  strong 
to  demand  gymnasiums  which  shall  be  under  the  charge  of 
teachers  educated  for  the  purpose  of  supervising  them,  the  most 
that  can  be  accomplished  in  school  work  is  light  general  exer- 
cise. 

It  is  absolutely  essential  that  the  clothing  of  the  pupil  should, 
in  all  cases,  be  sufficiently  loose  to  admit  of  free  and  unimpeded 
movement.  Already,  in  a  few  schools,  blouse  waists  prettily 
made  are  voluntarily  worn  as  a  school  uniform  by  teachers  and 
pupils  ;  and  the  Flint  or  Equipoise  waists  upon  which  the  dress 
skirts  can  be  securely  buttoned  are  replacing  the  stiff  and  awk- 
ward looking  corset-cages.  It  is  hoped  that  the  obvious  bene- 
fits of  such  a  plan  will  soon  be  recognized  in  all  schools  and 
that  it  will  become  as  popular  as  comfort,  grace,  and  health 
urge  that  it  should  be. 

In  class  work  it  is  impossible  to  give  much  special  attention 
to  any  one  pupil,  and  out  of  twenty-five  or  fifty  pupils  there  may 
be  a  few,  who,  from  individual  peculiarity,  are  unable  to  profit 
from  some  part  of  the  exercises,  and  these  exceptional  cases 
should  be  carefully  noted. 

Accuracy  should  be  insisted  upon  and  no  new  movements 
undertaken  while  those  already  given  are  carelessly  performed, 
but  the  exercises  should  be  sufficiently  diversified  to  be  enter- 
taining and  should  never  be  allowed  unduly  to  tax  the  mind. 

It  is  well  to  begin  with  a  few  movements  for  the  upper  ex- 
tremities and  pass  then  to  the  lower  extremities.  After  this, 
breathing  and  other  exercises  for  the  middle  third  of  the  body 
may  be  given,  returning  again  to  other  exercises  if  desired. 


8  GENERAL  REMARKS  TO  THE  TEACHER. 

The  air  in  the  room  must  be  fresh  and  pure,  while  the  tem- 
perature during  exercise  should  never  be  over  66°  (Fahr.)  or 
under  60°.  After  exercising  it  is  well  to  throw  some  wrap  over 
the  shoulders  for  a  few  moments  or  until  the  temperature  of 
the  room  is  70°. 


GYMNASTIC  EXERCISES  FOR  SCHOOLS. 


BREATHING. 

ONE  of  the  most  valuable  series  of  exercises  that  can  be  given 
for  home,  school,  or  gymnasium  work,  is  the  forced  breathing 
movements.  In  ordinary  respiration  and  expiration  compara- 
tively few  muscles  are  brought  into  action  and  these  so  lightly 
that  the  expansion  and  contraction  never  reach  their  maximum. 

It  is  evident  from  the  drooping  heads,  stooping  shoulders,  and 
cramped  chests  common  among  school  children  that  there  is 
special  need  for  the  development  of  the  upper  third  of  the 
body.  The  most  important  point  to  be  gained,  however,  in  chest 
work  is  the  enlargement  of  the  thoracic  cavity  from  within 
rather  than  the  building  up  of  muscles  from  without,  although 
the  latter  should  not  be  neglected.  Increase  in  the  diameter  of 
the  chest  is  most  satisfactorily  obtained  by  breathing  exercises, 
for  in  forced  inspiration  every  muscle  which  can  by  contraction 
elevate  the  ribs  and  enlarge  the  chest  is  made  to  work,  while 
forced  expiration,  which  normally  is  mainly  a  simple,  elastic 
re-action,  brings  into  active  service  many  muscles  that  are 
used  in  running,  leaping,  walking,  dancing,  and  also  the  muscles 
used  in  bending  and  twisting  the  body. 

Cautions. — No  movements  should  be  given  very  strongly  at 
first,  and  breathing  movements  should  not  be  continued  until 
the  veins  become  swollen  in  the  forehead  or  until  dizziness  is 
experienced.  In  cases  of  organic  heart  disease  forced  breathing 
exercises  should  be  without  exception  omitted  as  well  as  all 
other  movements  that  have  a  marked  effect  upon  respiration. 
The  first  four  movements  given  may  be  taken  either  sitting  or 
standing;  the  others  require  a  standing  position. 

There  will  be  found  a  tendency  to  fill  only  the  upper  or  middle 
section  of  the  lungs  with  air,  or  if  a  full  breath  is  taken  the 
shoulders  are  likely  to  be  raised;  this  tendency  must  be  guarded 
against.  The  action  should  begin  at  the  diaphragm.  The 
lower  part  of  the  lungs  is  to  be  filled  as  far  downwards  and 
outwards  as  possible,  that  is,  the  lower  chest  in  a  correct  move- 


10  GYMNASTIC  EXERCISES  FOR  SCHOOLS. 

ment  will  be  seen  to  increase  uniformly,  in  size,  in  lateral  and 
transverse  directions.  The  air  is  forced  into  the  lungs  much  as 
water  is  poured  into  a  pitcher,  until  the  upper  lobes  of  the  lungs, 
which  extend  to  the  clavicle,  are  filled,  and  as  many  as  possible 
of  the  six  hundred  million  air  cells  of  the  lungs  are  brought  into 
contact  with  the  oxygen  of  the  air. 

POSITION. — Head  erect,chin  slightly  back  of  vertical,  shoulders 
firm  and  low,  arms  by  the  side.  Breathe  always  through  the 
nostrils,  never  through  the  mouth. 

1.  Take  in  a  full  breath,  hold  it  five  seconds. 

Repeat  from  one  to  four  times.  Very  gradually  increase  the 
number  of  seconds  during  which  the  breath  is  held,  until  the 
air  can  be  retained  in  the  lungs,  with  ease,  from  forty  to  sixty 
seconds. 

2.  Take  in  a  breath  quickly,  and  let  it  out  with  a  continuous 
movement  as  slowly  as  possible,  resisting  the  inclination  of  the 
lungs  to  push  it  all  out  at  once,  particularly  on  the  last  part  of 
the  movement. 

Repeat  from  one  to  four  times. 

3.  Take  in  a  breath  as  slowly  as  possible  with  a  continuous 
movement,  and  let  it  out  quickly,  as  soon  as  the  lungs  are 
full. 

Repeat  from  one  to  four  times. 

4.  Take  in  a  breath  as  slowly  as  possible  and  let  it  out  as 
slowly  as  possible. 

Repeat  from  one  to  four  times. 

5.  Take  a  full  breath  into  the  lungs  and  blow  it  out  strongly 
through  the  mouth  formed  as  for  whistling. 

Repeat  three  or  four  times  in  quick  succession. 

6.  Hands  at  side  horizontal,  palms  facing  upward.    Clap  the 
hands  three  times  over  the  head  while  holding  the  breath.     The 
face  should  be  turned  to  the  ceiling  in  this  movement.     (See 
foot-note.) 

Repeat  from  one  to  four  times. 


. — When  this  occasions  faintness  or  vertigo  it  should  be  omitted  for  a 
few  days  and  afterward  taken  lightly,  but  with  increasing  strength  to  an  average 
degree  of  vigor. 


FREE  MOVEMENTS.  11 

7.  Hands  at  front  horizontal,  palms  facing  each  other.    Kise 
on  the  toes,  at  the  same  time  throwing  arms  to  side  horizontal 
three  times  while  holding  the  breath. 

Repeat  from  one  to  four  times. 

8.  Hands  locked  over  the  head.     Sway  forward  to  the  floor, 
bending  at  the  waist  and  keeping  the  knees  stiff. 

Repeat  from  one  to  four  times  while  holding  the  breath. 

9.  Hands  firmly  on  the  hips.     Twist  the  body  to  the  right 
while  slowly  inhaling,  and  turn  to  front  position  while  slowly 
exhaling.     Same  movement  to  the  left. 

Repeat  from  one  to  four  times. 

10.  Hands  on  hips,  force  the   elbows  strongly  backward 
toward  each  other  four  times. 

Repeat  from  one  to  four  times. 


KRKK    MOVEN1KNTS. 

"Free"  or  Swedish  movements  may  be  made  to  exert  a 
strong  influence  upon  the  circulatory  system,  but  they  must  be 
so  arranged  that  each  joint  shall  receive  every  motion  of  which 
it  is  capable,  if  the  full  benefit  of  the  movements  is  to  be  re- 
ceived. 

Such  of  these  movements  as  are  practicable  for  school  use 
are  here  grouped  into  one  series.  They  may  be  separated  into 
four  series,  and  each  series  used  by  itself. 

POSITION. —  Hands  on  the  hips,  heels  together,  feet  at  an 
angle  of  60°,  shoulders  back  and  falling  evenly,  hips  well  back, 
eyes  square  to  the  front,  head  erect. 

HEAD, — Position,  Fig.  1.  (a)  Turn  to  side,  as  in  Fig.  2.  (b) 
Bend  to  side,  as  in  Fig.  3.  (c)  Bend  forward  and  backward,  as 
in  Fig.  4.  (d)  Thrust  chin  strongly  forward,  and  draw  it  in 
and  back,  as  in  Fig.  5. 

Caution. — The  movements  should  be  kept  clear,  returning 
to  the  position  in  Fig.  1,  between  each  repetition,  or  change 
of  a  movement.  Great  care  should  be  taken  to  avoid  jerking. 
Head  and  trunk  movements  should  be  given  but  half  as  many 


12 


GYMNASTIC  EXERCISES  FOR  SCHOOLS. 


FlG.  4.      \  FlG.  5. 

times,  and  with  but  half  the  speed  of  other  movements.  It  is 
customary  to  take  two  movements  of  the  head  and  trunk  on 
each  side  and  four  alternate  movements,  and  four  to  each  side, 
four  alternate  and  four  double,  with  other  parts  of  the  body. 


FIG.  0.  FIG.  7. 

SHOULDERS. — Position:  Arms  at  side  low  horizontal;  hands 
clinched,  (a)  Thrust  strongly  up  toward  the  ears.  (6)  Thrust 
forward,  (c)  Thrust  backward,  (d)  Rotate.  The  action  of 
Nos.  a  and  d  are  indicated  in  Figs.  6  and  7. 


FREE  MOVEMENTS. 


13 


FIG.  8. 


FIG.  9. 


ARMS.  —  (a)  Throw  from  side  low  to  side  horizontal.  (6) 
Throw  from  side  low  to  front  horizontal,  (c)  Throw  from  side 
low  to  side  vertical,  (d)  Rotate. 

These  movements  should  be  taken  strongly,  as  if  striking  a 
blow.  The  wrist  and  elbow  should  be  unbent.  These  actions 
are  illustrated  in  Figs.  8  and  9. 


FIG.  10. 


FIG.  11. 


14 


GYMNASTIC  EXERCISES  FOR  SCHOOLS. 


In  rotation,  the  arms  should  describe  perfect  circles.  It  is 
necessary  to  sway  the  body  slightly  from  the  waist  to  accom- 
plish this  movement  perfectly. 

FORE- ARMS. — Position  as  in  Fig.  10.  (a)  Throw  out  from 
shoulder  to  front  horizontal,  (b)  Throw  out  to  side  horizontal 
from  shoulder,  Fig.  11.  (c)  Curl  to  breast  from  side  low,  Fig. 
12.  (d)  Thrust  under  arm  from  side  low,  with  sufficient  force 
to  raise  the  shoulder,  Fig.  13. 


FIG.  12. 


FIG.  13. 


In  the  first  two  of  these  movements  the  accent  should  be 
placed  upon  the  outward  part  of  the  movement.  In  the  next 
two,  upon  the  upward  part  of  the  movement. 

WRISTS. — (a)  Arms  held  horizontal  at  front,  bend  wrist  up- 
ward, (b)  Arms  held  horizontal  at  side,  bend  wrist  backward, 
(c)  Arms  held  horizontal  at  front,  bend  wrist  to  side,  (d)  Arms 
held  horizontal  at  side,  rotate  wrist  from  left  to  right,  and 
from  right  to  left, 

FINGERS.— Arms  held  horizontal  in  front,  (a)  Thrust  fin- 
gers out  to  their  fullest  extent,  i.  e. ,  from  the  clinched  fist  posi- 
tion of  Fig.  14  to  Fig.  15.  (b)  Arms  held  horizontal  at  side, 
palm  up,  fist  clinched,  as  in  Fig.  16.  Thrust  fingers  out  and 


FREE  MOVEMENTS. 


15 


backward,  holding  them  closely  together,  as  Fig.  17.  (c)  Arms 
held  horizontal  in  front,  fingers  straight,  palm  down,  as  in  Fig. 
18.  Bend  from  first  joint,  keeping  the  other  joints  unbent,  as 


FIG.  14. 


FIG.  15. 


FIG.  17. 


FIG.  18. 


FIG.  20. 


1 


in  Fig.  19.  (d)  Arms  held  horizontal  at  sides,  fingers  bent  at 
all  the  joints,  as  in  Fig.  20.  Stretch  strongly  out  until  fingers 
are  straight,  as  in  Fig.  21. 


FIG.  22. 


FIG.  23. 


16 


GYMNASTIC  EXERCISES  FOR  SCHOOLS. 


TRUNK.— Hands  on  the  hips,     (a)  Twist  alternately  to  sides. 

(b)  Bend  alternately  to  sides,  bend  forward,     (c)  Brace  the  back 
with  the  hands  and  bend  backwards,     (d)  Rotate  from  left  to 
right  and  from  right  to  left. 

Caution. — See  head  movements. 

LEGS. — Hands  on  hips,     (a)  Throw  leg  to  front  horizontal, 
as  in  Fig.  22,  a.     (b)  Throw  to  side  horizontal,  as  in  Fig.  23. 

(c)  Throw  out  diagonally  in  front,  as  in  Fig.  22,  b.     (d)  Throw 
straight  back,  as  in  Fig.  22,  d. 

Caution. — Keep  knee  stiff,  point  toes  down  and  bring  the 
leg  back  lightly  but  firmly  to  position. 


.-•-—.—.-..i 


FIG.  24. 


FIG.  25. 


LOWER  LEG. — Hands  on  hip.  (a)  Bend  lower  leg  back  from 
knee,  so  that  the  sole  of  the  foot  is  turned  upward  toward  the 
ceiling,  Fig.  24,  a.  (b)  Thrust  up  in  front,  pointing  the  toe  down- 
ward and  bringing  the  knee  up  toward  the  chest,  Fig.  24,  b. 
(c)  Cross  the  right  foot  over  the  left  knee,  drawing  the  knee 
back  so  that  the  foot  and  knee  are  in  the  same  straight  line, 
Fig.  25.  (d)  Cross  the  right  foot  behind  the  left  knee.  The 
movement  is  the  same  as  Fig.  25,  except  that  it  is  taken  behind 
the  knee,  instead  of  in  front  of  it. 

FOOT. — (a)  Rise  on  toes,  (b)  Raise 
ioes.  (c)  Bend  the  leg  at  knee  and  place 
the  right  toe  down  sharply  back  of  the 
left  heel,  bending  the  foot  somewhat  for- 
ward so  that  the  right  toe  and  heel  shall 
be  in  the  same  straight  line  as  Fig.  26. 
FIG.  26.  FIG.  27.  Turn  feet  strongly  outward,  Fig.  27. 


DUMB  BELLS. 


17 


DUMB 


SERIES  I. 

POSITION.  —  Head  erect,  shoulders  square  to  the  front  and  fall- 
ing evenly,  hips  back,  trunk  erect,  heels  together,  arms  at  side 
low;  palms  front,  grasping  bells  firmly,  the  head  of  the  bell 
pointing  in  toward  the  thigh.     See  Fig.  28. 
1.    Turn  the  bells  half  way  round  so  that 
the  backs  of  the  hands  shall  be  toward  the 
front.     Turn  half  way  round  again,  to  first 
position,  and  continue  the  movement  six- 
teen times.     On  the  last  beat  of  the  meas- 
ure bring  the  hands  to  the  hips,  as  in  Fig. 
29,  ready  to  charge,  and  on  the  first  beat 
of  the  next  measure  make  the  first  forward 
charge. 

For  the  charge,  imagine  the  foot-mark 
/\^  prolonged.  Upon  this  prolonged  diag- 
onal line  place  the  right  foot  at  a  dis- 
tance of  a  foot  and  a  half  or  two  feet  from 
the  left  foot.  Throw  the  weight  on  the 
right  foot,  bending  strongly  at  the  knee, 
and  turning  the  head  strongly  over  the 
right  shoulder  in  a  line  with  the  right  elbow 
and  right  knee. 

The  parts  of  the  charge  should  be  taken  simultaneously. 
See  Fig.  29.  The  charge  should  occupy  the  same  time  as  the 
movement,  that  is,  eight  accented  and  eight  unaccented  beats;' 
on  the  last  beat  return  to  the  position  of  Fig.  28,  except  that 
the  hands  are  retained  on  the  hips.  This  position  is  held  eight 
beats,  or  half  the  time  occupied  by  the  charge.  On  the  eighth 
beat  the  arms  are  thrust  quickly  to  side  horizontal,  palms  up, 
and  held  in  this  position  during  eight  more  counts. 

2.  Turn  the  bells  half  way  round,  so  that  the  palms  are 
downward.     Continue  the  movement  back  and  forth  through 
sixteen  counts,  on  the  last  count  bringing  the  arms  to  the  side, 
and  charging  as  in  No.  1,  Fig.  29,  except  that  this  charge  is 
made  to  the  left  and  the  head  turned  over  the  left  shoulder. 

3.  Come  back  to  position  as  before,  and  on  the  last  half  of 
the  eighth  count  extend  the  arms  at  front  horizontal,  palms  up. 
Turn  the  bells  as  in  Nos.  1  and  2,  bringing  them  to  the  hips  on 

2 


FIG.  28. 


18  GYMNASTIC  EXERCISES  FOR  SCHOOLS. 

the  last  half  of  the  sixteenth  count,  ready  for  the  third  forward 
charge,  and  on  the  first  beat  of  the  next  measure  charge,  as  in 
Fig.  29,  turning  the  head,  however,  over  the  opposite  shoulder. 
Come  to  position  as  before,  and  on  the  last  part  of  fourth  count 
bring  the  arms  up  to  about  an  angle  of  45°  from  front  horizon- 
tal, palms  facing  inward. 

4.  Hold  through  eight  beats  as  in  the  other  numbers,  and 
turn  bells  back  and  forth  as  before,  placing  the  hands  on  the 
hips  ready  for  the  fourth  forward  charge,  which  is  taken  on  the 
last  half  of  the  sixteenth  count.  This  charge  is  like  the  second 


forward  charge,  except  that  the  head  is  turned  over  the  oppo- 
site instead  of  the  same  shoulder.  Come  to  position  as  in  the 
other  numbers,  dropping  the  hands  to  the  side  low,  as  in  Fig. 
28.  Hold  through  eight  counts ;  on  the  first  beat  of  the  next 
measure,  bring  bells  to  front  horizontal,  palms  down,  striking 
the  bells  with  the  thumb  ends  of  the  bells  toward  each  other,— 
strike  the  little  finger  ends  of  the  bells  behind  the  back,  Fig.  30. 
The  bells  should  be  struck  firmly  in  front  and  lightly  behind 
the  back.  Continue  the  movement  through  sixteen  counts. 
On  the  last  half  of  the  last  count  bring  the  bells  to  the  chest,  the 
wrists  resting  against  the  thorax.  The  chest  should  be  thrown 
forward  and  the  shoulders  drawn  back,  Fig.  31. 


DUMB  BELLS. 


19 


FIG.  30. 


FIG.  31. 


5.  From  first  position  of  Fig.  31,  push  the  bells  down  strongly 
to  side  low.  Alternate  the  movement  eight  times,  and  take  it 
double  eight  times.  Come  to  position  for  charging  with  the 
bells  at  the  hips,  as  in  the  previous  charges. 

Imagine  a  line  about  two  feet  back 
of  the  right  diagonal  of  a  foot  mark, 
and  parallel  with  it.  Upon  this  line 
place  the  right  foot.  The  feet  should 
be  at  right  angles  with  each  other. 
The  weight  is  thrown  on  the  left  leg, 
which  is  bent  at  the  knee;  the  head  is 
turned  over  the  opposite  shoulder  from 
the  direction  of  the  charge,  Fig.  32. 
Hold  the  charging  position  until  the 
last  half  of  the  sixteenth  count,  when 
the  return  is  made  to  the  first  position 
of  Fig.  31. 

6.  From  the  first  position  of  Fig. 
31,  thrust  alternately  and  doubly  to  side 
horizontal,  as  indicated  in  the  same 
figure,  coming  to  position  on  the  last 
half  of  the  sixteenth  count  for  the 
FIG.  32.  second  backward  charge,  which  is  the 


20 


GYMNASTIC  EXERCISES  FOR  SCHOOLS. 


same  as  the  first  backward  charge,  Fig.  32,  except  that  it  is 
made  to  the  right,  and  the  head  is  turned  over  the  left 
shoulder.  Come  to  position  on  the  last  half  of  the  sixteenth 
count.  Hold  through  eight  counts.  Bring  the  bells  to  side  low. 
Hold  through  eight  more  counts  in  this  position. 

7.  Strike  the  bells  at  the  thumb  ends  at  front  horizontal, 
palms  down.  Strike  behind  the  back  at  the  little  finger  ends, 
palms  forward.  Strike  over  head  thumb  ends  of  the  bells, 


FIG.  33. 


FIG.  34. 


palms  front.  Stop  the  striking  on  the  fifteenth  count,  bring- 
ing the  bells  to  the  first  position  of  Fig.  31,  on  the  sixteenth 
count. 

8.  Thrust  the   bells  alternately  and  doubly  from   the  first 
position  of  Fig.  31,  to  front  horizontal,  coming  to  position  for 
the  third  backward  charge,  which   is   like  the  first  backward 
charge,  Fig.  32,  except  that  the  head  is  turned  toward  the  same 
side  as  that  on  which  the  charge  is  made.     Come  to  first  posi- 
tion of  Fig.  31,  as  before. 

9.  Thrust  the  bells  alternately  and  doubly  to  vertical.     Keep 
the  elbows  stiff  and  bring  the  arms  close  to  the  ears.     Come  to 
position  for  fourth  backward  charge.     This  charge  is  the  same 


DUMB  BELLS. 


21 


as  the  second  backward  charge,  except  that  the  head  is  turned 
toward  the  same  side  as  that  on  which  the  charge  is  made. 

10.  Come  to  position  on  the  last  half  of  the  sixteenth  count 
with  the  arms  parallel  in  front,  the  elbows  stiff,  wrists  firm,  and 
heads  of  bells  extending  up  and  down.     Twist  the  body  to  the 
right  and  to  the  left,  keeping  the  feet  firmly  in  position  on  the 
floor  and  the  arms  parallel,  Fig.  33. 

11.  Bring  bells  to  top  of  shoulders,  as  in  Fig.  34.     Thrust  up 
to  vertical,  as  in  same  figure,  rising  on  the  toes  as  the  bells  are 
thrust  up.     Bring  the  bells  back  to  the  top  of  shoulders.     Stoop, 
hitting  the  bells  on  the  floor  at  the  side  of  the  feet.     Return 
bells  to  shoulder  and  repeat. 

Remark. — The  charging  positions  may  be  made  stronger  by 
increasing  the  distance  of  the  charge  and  by  bending  the 
charging  knee  more  strongly.  In  returning  to  position  after  a 
charge  the  pressure  should  be  made  upon  the  ball  of  the  charg- 
ing foot,  and  the  pupil  should  come  back  to  position  with  a 
slight  springiness  of  movement.  Heavy  movements  and  drag- 
ging the  feet  should  be  avoided. 


FIG.  35. 


DUMB    BELLS. 
SERIES  II. 

1.  Arms  at  side  low.     Bend  wrist  inward 
strongly  four  times;  bend  outward  four  times. 
Alternate  bending  in  and  bending  out. 

2.  Rise  strongly  on  toes  eight  times. 

3.  Arms  at   sides  horizontal,  palms   up. 
Bend  wrist  up  four  times  ;    bend  back  four 
times.     Alternate  bending  up  and  back. 

4.  Raise  toes  strongly  eight  times. 

5.  Arms  over  head  close  to  the  ears,  el- 
bows stiff.     Sway  body  to  right  and  to  left. 
(The  body  movement  is  the  same  as  in  Fig.  54, 
but  the  arms  are  parallel.) 

Caution. — Use  this  movement  carefully. 

6.  Bells  at  side  low.     Turn  toes  strongly 
outward,  and  bring  again  close  together. 

7.  Bells   high    over    head,    palms   front. 
Swing  to  sides  horizontal,  to  front  horizontal, 


22 


GYMNASTIC  EXERCISES  FOR  SCHOOLS. 


palms  up,  striking  the  bells  to  sides  horizontal  and  high  over 
head  again. 

8.  Bells  at  sides  low.     Stoop,  pushing  up  strongly  from  the 
toes  in  coming  to  position. 

9.  Raise  bells  to  sides  horizontal ;  swing  to  front  horizontal, 
striking  the  bells,  palms  down.     Swing  back  to  sides  horizontal, 
down  hard  to  sides  low. 


DUN1B    BKLIv    MARCH. 

Good  marching,  although  somewhat  difficult  to  teach,  is  a 
useful  and  enjoyable  exercise  when  well  done.  The  head 
should  be  held  erect,  the  shoulders  and  hips  back,  while  the 


FIG.  36. 


FIG.  37. 


leg  should  be  allowed  to  swing  easily  from  the  hips.  The  feet 
should  be  turned  slightly  outward  from  a  straight  line  in  walk- 
ing or  marching,  and  the  heel  and  the  toe  should  strike  the 
floor  almost  simultaneously,  the  heel  touching  a  very  little 
sooner  than  the  toe.  Special  attention  is  called  to  securing  a 
well-balanced  carriage  of  the  body,  and  "balance  walking" 
may  be  used  advantageously  as  preliminary  practice  for  march- 
ing. Standing  on  the  right  foot,  on  count  one,  draw  the  left 


DUMB  BELL  MARCH. 


23 


FIG.  38. 


FIG.  39. 


knee  up  toward  the  chest,  the  toe  pointing  downward  and  out- 
ward. On  count  two,  straighten  the  knee;  on  count  three,  hold 
the  preceding  position,  and  on  count  four  put  it  down.  The 
weight  of  the  body  is  on  the  right  foot  while  the  left  is  ex- 


FIG.  40. 


24 


GYMNASTIC  EXERCISES  FOR  SCHOOLS. 


tended,  and  changed  to  the  left  when  the  right  is  extended, 
Fig.  36. 

The  left  foot  is  always  advanced  on  the  accented  beat  of  the 
measure.  Time  should  be  marked  by  alternately  raising  the 
feet  without  advancing  them  for  one  or  two  measures  before 
the  order  "March"  is  given. 

The  "marching"  position  is  hands  on  the  hips,  although  for 
the  dumb  bell  march  the  arms  are  held  at  side  low,  unless 
otherwise  specified. 

1.     March. 


FIG.  41. 


FIG.  42. 


2.  Bells  on  shoulders,  elbows  well  back,  Fig.  34. 

3.  Bells  parallel  at  full  reach  over  head,  Fig.  34. 

4.  Bend  body  to  left  side  through  four  measures,  hands  on 
hips  and  to  right  through  four  measures,  Fig.  37. 

5.  Bend  body  forward  through  four  measures,  Fig.  38. 

6.  March. 

7.  Thrust  bells  strongly  back,  keeping  the  shoulders  firm, 
as  the  left  foot  is  advanced,  Fig.  39. 

8.  March. 

9.  Throw  bells  to  side  horizontal   from   side  low,  Fig.  40. 
Kepeat  through  several  measures. 

10.  From  the  last  position,  swing  bells  to  front  horizontal, 
parallel,  the  heads  of  the  bells  pointing  up  and  down,  Fig.  41. 

Swing  to  side  horizontal,  Fig.  41.     Kepeat  through  several 
measures. 


DUMB  BELL  MARCH. 


25 


11.  March. 

12.  Thrust  shoulders  alternately  up  and  down,  Fig.  42. 

13.  March  stooping,  hands  on  hips,  Fig.  47. 

14.  March  on  toes. 


FIG.  43.        FIG.  44. 


FIG.  45. 


15.  March  on  heels,  Fig.  43. 

16.  March,  turning  toes  out  so  that  heel  and  toe  are  on  the 
same  horizontal  line,  Fig.  44. 

17.  Strike  from  side  low  in   front  and   behind  the  back, 
Fig.  30. 


)I0£*&!!!!^-* 


FIG.  46. 


FIG.  47. 


18.  March. 

19.  Right  bell  in  hand  curled  over  head,  left  bell  extended 
straight  at  side  horizontal,  palm  up,  Fig.  46. 

Alternate  position,  bending  left  arm  over  the  head  and  ex- 
tending the  right  at  the  side  through  several  measures. 


26  GYMNASTIC  EXERCISES  FOR  SCHOOLS. 

20.  Skip.     Bring  the  left  heel  to  the  center  of  the  right 
foot,  raising  the  left  heel  and  pointing  the  left  toe  downward, 
Fig.  45.     Slide  along  the  floor  lightly.     Reverse  the  movement 
and  skip  in  the  opposite  direction.     The  head  should  be  turned 
over  the  shoulder  in  the  direction  in  which  the  pupil  is  skipping. 

21.  March. 

Various  other  steps  and  movements  may  be  introduced  in 
marching,  such  as  hopping  twice  on  the  left  foot  and  twice  on 
the  right,  clapping  the  hands.  The  "hop-pi-ty  skip"  move- 
ment, leaping,  cross  step  leaping,  waltz,  racquet  and  polka 
steps  may  also  be  introduced,  and  varieties  of  double  marching. 


WANDS. 

In  fully  equipped  gymnasiums  the  wand  is  not  usually  con- 
sidered very  valuable,  as  the  same  movements  are  more  satis- 
factorily obtained  from  other  apparatus,  but  when  only  light 
and  portable  apparatus  is  available  the  wands  may  be  used  to 
advantage. 

The  movements  noted  here  are  selected  by  permission  from 
the  ''Pulley  Weight  Wand  Drill,"  used  by  Mr.  R  J.  Roberts 
with  his  classes. 

Caution. — Nos.  53,  54,  and  55  should  be  used  with  care,  and 
No.  53  should  be  omitted  by  those  who  are  subject  to  back  ache 
or  other  weakness  of  the  back. 

POSITION. — Heels  together,  hips  and  shoulders  well  back, 
grasp  the  wand  tightly  and  keep  the  arms  unbent  at  the  elbow, 
unless  other  direction  is  given. 

1.  Wands  at  full  reach,  palms  down  at  about  shoulder  width 
apart,  Fig.  48.    Reach  down  and  touch  the  toes  keeping  the 
knees  stiff,  Fig.  49. 

2.  Raise  wands  to  front  horizontal  as  in  Fig.  48. 

3.  From  front  horizontal  raise  the  wand  to  high  over  head, 
palms  front  as  in  the  third  position  of  Fig.  48. 

4.  Combine  Nos.  1  and  2,  2  and  3,  1  and  3,  1,  2  and  3. 

Stop  the  movement  on  the  odd  count,  i.  e.,  when  the  arms 
are  at  front  horizontal. 

5.  Wands  at  front  horizontal,  at  height  of  shoulder,  palms 
down,     (a)  Twist  hard  to  right.     The  wand  is  now  perpendic- 


WANDS. 


27 


ular.     Twist  back  to  horizontal.     (&)  Repeat  the  movement  on 
the  left,     (c)  Alternate,  Fig.  50. 

6.     (a)  Wands  at  front  horizontal,  step  back  with  right  foot, 
keeping  the  feet  at  right  angles.     At  the  same  time  that  the 


FIG.  48. 

charge  is  made,  the  wand  should  be  thrown  to  high  over  head. 
The  face  should  be  turned  up  toward  wand,  (b)  Repeat  this 
movement,  charging  with  the  left  foot.  Alternate  the  charge 
with  right  and  left  feet,  Fig.  51. 

Discontinue  the  movement  on  the  odd  count,  i.  e.,  when  the 
wand  is  high  over  head. 


FIG.  49. 


28 


GYMNASTIC  EXERCISES  FOR  SCHOOLS. 


FIG.   50. 


FIG.  51. 


FIG.  52. 


WANDS. 


29 


7.  Spread  the  arms  farther  apart,  (a)  while  the  hands  still 
firmly  grasp  the  wand.  Drop  the  wand  down,  behind  the 
shoulder,  bending  the  right  arm  over  the  head.  The  wand 


FIG. 


should  be  brought  down  close  to  the  side,  the  left  hand  holding 
the  wand  as  if  it  were  a  pen.  (6)  Bring  wand  to  first  position, 
tightening  the  grasp  on  the  wand.  Repeat  on  the  left  side,  and 
(c)  alternate  the  movement. 

Position  and  action  a  are  seen  in  Fig.  52. 


FIG.  54. 


30 


GYMNASTIC  EXERCISES  FOR  SCHOOLS. 


FlG.   55. 

8.  From  high  over  head,  arms  spread,  tight  grasp,  drop  back 
of  the  head  in  a  half  circle  to  the  small  of  the  back. 

The  strength  of  the  action  may  be  increased  by  placing  the 
hands  nearer  together  as  in  the  over  head  position  of  Fig.  48. 


FIG.  50. 


BEAN  BAGS.  31 

The  position  of  unbent  arms,  however,  should  be  rigidly  main- 
tained, Fig.  53. 

9.  Wand  behind  head,   lying  across  shoulders,    forearms 
resting  on  wand,  hands  hanging  over  the  ends  of  the  wand. 
Fig.  54.     Twist  the  body  to  the  right  on  its  axis  ;  repeat  on  left ; 
alternate. 

Caution. — The  knees  should  be  kept  unbent  and  the  feet 
firmly  on  the  floor. 

10.  Same  position  as  in  Fig.  54.     Bend  body  to  right,  keep- 
ing the  feet  firmly  in  position  on  the  floor,  and  the  knees  unbent. 
Repeat  movement  on  left  side;  alternate. 

Position  and  action  are  seen  in  Fig.  55. 

11.  Slip  the  hands  from  first  position  of  Fig.  52  to  shoulder 
distance  apart,     (a)  Now  bring  the  wand  behind  the  head,  rest- 
ing on  the  upper  part  of  the  shoulders,  the  forearms  at  right 
angles  with  the  arms.     From  this  position  thrust  to  high  over 
head,  looking  at  wand.    (b)  Bring  the  wand  from  high  over  head 
to  front,  the  wand  resting  across  the  clavicle.     Push  over  head. 

From  position  (b)  thrust  (c)  strongly  to  front  horizontal.     For 
position  and  action  of  b  see  Fig.  56. 
Combine  a,  6,  and  c. 


BEAN  BAQS, 

Bean  bags  are  always  a  source  of  amusement  and,  taken  with 
careful  regard  to  the  accuracy  of  positions,  make  a  useful  and 
inspiriting  exercise.  For  little  children  the  bags  should  be  made 
about  five  inches  square  and  two-thirds  filled  with  beans.  A 
quart  of  beans  in  a  ten  inch  square  bag  is  not  too  large  for  older 
classes.  The  bags  should  be  strongly  made  and  kept  out  of  the 
dust.  When,  however,  they  become  dusty  they  should  be  taken 
apart  and  the  coverings  may  be  washed. 

Stand  in  couples  facing  each  other,  from  five  to  ten  feet 
apart. 

1.  Throw  from  high  over  head  to  partner. 

2.  Left  hand  on  hip,  right  hand  high.     Throw  and  catch 
with  right  hand. 

3.  Reverse. 

4.  The  line  holding  the  bag  should  turn  so  that  the  back  is 
turned  toward  the  opposite  line.     Throw  over  the  head  to  the 


32  GYMNASTIC  EXERCISES  FOR  SCHOOLS. 

other  line  and  immediately  face;   the  other  line,  on  receiving 
the  bag,  turn  in  the  same  way  and  throw  over  the  head. 

5.  Stoop  on  toes  and  throw  bag  to  partner  with  right  hand 
(left  on  hip),  receive  the  bag  standing. 

6.  Reverse. 

7.  Bag  behind  the  back,  throw  with  right  hand  around  the 
waist  to  partner. 

8.  Reverse. 

These  exercises  can  be  taken  with  two  or  more  bags  as  the 
skill  increases.  Each  movement  should  be  taken  ten  or  more 
times.  The  one  having  first  accomplished  the  required  number 
holds  the  bag  up  as  a  signal  of  victory.  In  starting,  the  bags 
should  all  be  thrown  together  at  a  given  word  of  command. 

A  bean  bag  game,  suitable  for  rainy  recesses,  is  given  be- 
low, and  the  teacher  will  find  no  difficulty  in  devising  others  of 
a  similar  nature. 

1.  Stand  in  two  rows  down  the  room  about  six  feet  apart. 
The  bags  are  placed  on  a  chair  at  the  right  hand  of  each  leader. 
At  a  given  signal  the  bags  are  passed  rapidly  from  hand  to 
hand  down  the  line.  Any  bag  that  is  dropped  on  the  floor  must 
remain  where  it  falls  until  all  the  other  bags  on  that  side  have 
been  passed  down  the  line,  when  they  must  be  picked  up  by  the 
one  to  whom  it  is  nearest  and  passed  on  down  the  line.  As  fast 
as  the  bags  are  received  at  the  farther  end  of  the  line,  they  are 
placed  in  a  chair  beside  the  leader  at  that  end,  until  all  the  bags 
have  been  accumulated  there,  when  they  are  passed  rapidly 
back  as  at  first.  The  side  which  first  receives  all  the  bags  back 
on  the  return  trip  is  victor. 


RINOS. 

The  rings  were  invented  by  the  late  Dr.  Dio  Lewis,  who  was 
an  enthusiastic  believer  in  their  value  and  an  earnest  advocate 
of  their  use.  So  important  did  he  consider  this  invention  that 
he  said  that  he  asked  no  greater  honor  in  the  history  of  Ameri- 
can education  than  an  association  of  his  name  with  the  Gym- 
nastic Ring. 

The  most  serious  objection  to  the  ring  exercises,  however, 
is  the  point  for  which  he  claims  most  favor,  namely,  that  they 
are  all  composite  exercises. 


RINGS.  33 

It  is  impossible  to  gauge  the  resistance  of  a  person  which  is 
of  course  constantly  changing,  and  two  pupils  exactly  equal  in 
strength  cannot  be  found.  It  is  obvious  that  any  exercise  sub- 
ject to  the  varying  and  uncontrolled  force  exerted  by  another 
person  is,  at  best,  questionable. 

Exercises  with  the  rings  are  usually  graceful  and  attractive, 
and  there  is  no  doubt  but  that  the  extensor  muscles  receive,  as 
Dr.  Lewis  claimed,  "  diversified  action"  in  these  ways.  A  few 
of  the  simplest  of  Dr.  Lewis's  ring  movements  are  by  request 
given  here. 

Caution. — Partners  of  as  nearly  the  same  height  as  possible 
should  be  selected. 


FIG.  57. 

POSITION.  —  Stand  facing  partner,  the  right  toes  touching 
each  other.  Draw  the  left  leg  back  about  eighteen  inches  and 
bend  it  at  the  knee  slightly.  The  right  and  left  feet  should  be 
at  right  angles  to  each  other  and  the  weight  should  be  thrown 
on  the  left  foot.  Place  the  left  hand  upon  the  hip  and  extend 
the  right  arms  at  full  reach,  each  pupil  grasping  one  side  of  the 
ring.  Keep  the  shoulders  well  back  and  the  head  erect,  Fig.  57. 

EXERCISE. — 1.  Pull  upon  the  ring  and  twist  the  arm  from 
right  to  left. 

2.  Same  as  the  first  exercise  except  that  the  ring  is  grasped 
in  the  left  hands,  and  the  opposite  feet  extended. 

3.  Two  rings,  both  hands,  otherwise  this  exercise  is  the  same 
as  No.  1. 

3 


34 


GYMNASTIC  EXERCISES  FOR  SCHOOLS. 


4.  Two  rings,  both  hands  joined,  otherwise  this  exercise  is 
the  same  as  No.  2. 

5.  Stand  in  the  position  of  Fig.  58.     Kaise  the  left  arms  and 
lower  the  right  arms  alternately.     Carry  the  rings  up  and  down 
simultaneously. 

6.  Stand  face  to  face,  at  full  reach  of  the  arms,  feet  together 
and  at  right  angles  with  each  other.     The  right  hands  grasp  one 


ring,  the  left  hand  is  on  the  hip  as  in  Fig.  57.  Charge  with  the 
right  foot  diagonally  forward,  throwing  the  arms  upwards  with 
unbent  elbows  at  the  same  time  that  the  charge  is  made. 

7.     Repeat,  joining  the  left  hands  and  charging  with  the  left 
foot. 


MUSIC. 

Music  greatly  increases  the  interest  in  gymnastic  exercises, 
and  is  an  efficient  aid  in  training  the  mind  and  body  to  act  in 
unison.  The  body,  moreover,  falls  naturally  into  rhythmical 
motion  with  the  music,  and  grace  of  movement  can  in  no  way 
be  better  cultivated  than  by  taking  advantage  of  this  tendency. 

For  free  movements  almost  any  good  polkas  are  suitable. 
The  Sultan's  Polka,  Bella  Bocca,  Barbe  Bleu,  Mother  Hubbard 
Polka,  and  selections  from  the  opera  "  Martha"  have  been  tried 
and  found  satisfactory. 


SPECIAL  MOVEMENTS.  35 

For  the  Wooden  Bells,  the  Tarantelle  by  Henry  Mayer,  and 
a  Saltarelle  by  Beaumont,  are  among  the  best  of  those  which 
we  have  found  for  the  purpose. 

Waltzes  and  airs  from  the  operas  can  be  adapted  by  a  skillful 
musician. 

For  the  wands,  Haymarket  Schottische. 

March  music  should  be  in  perfect  time.  Fresh  Life,  Jolly 
Hearts,  Racquet  Galop,  Assembling  March,  Ninth  Regiment, 
Little  Tycoon  March,  Click-et-y  Click,  and  the  Nineteenth  Cen- 
tury Wonder  March  are  all  good. 

For  most  of  the  movements  of  the  Dumb-bell  march,  how- 
ever, slower  time  is  found  more  desirable.  Marquis  et  Mar- 
quise, Circus  Rentz  Gavotte,  Aladdin  (Chinese  March),  and  the 
German  Triumphal  March  are  suitable. 


MOVKN1ENTS. 

FORE  ARM. 

1.  Open  and  shut  hand — the  latter  very  firmly. 

2.  Hold  wand  in  both  hands,  twist  first  with  the  right  hand 
and  then  with  the  left. 

3.  Tighten  the  hold  on  the  action  of  every  movement. 

UPPER  ARM. 

1.  Curling  dumb  bell  to  shoulder.     (Outer  arm.) 

2.  Push  bells  over  the  head. 

3.  Push  with  hands  against  anything  solid.     (Back  arm.) 

4.  Raise  dumb  bells  behind  back,  keeping  the  shoulders  firm, 
and  the  backs  of  the  hands  downwards.     (Inner  arm.) 

SHOULDERS. 

1.  Rotate  shoulders. 

2.  Rotate  arms. 

3.  Dumb  bells,  Series  I.,  No.  33. 

CHEST. 

1.  Breathing  movements. 

2.  Curl  dumb  bells  to  shoulder,  push  above  head,  lower  to 
horizontal  at  sides. 


36  GYMNASTIC  EXERCISES  FOR  SCHOOLS. 

3.  Swing  arms  back  horizontally,  rising  firmly  on  toes,  on 
backward  movement.  (Use  cautiously  with  weak  chests,  and 
take  it  with  full  breath.) 

ABDOMINAL  REGION. 

1.  Breathe  slowly,  raise  right  knee  as  in  Free  Movements 
Series.     Jump  with  left  foot  and  descend  on  right  toe,  repeat  on 
left,  and  continue  several  times. 

2.  •  Lie  on  back,  keep  the  knees  stiff,  raise  the  legs  to  vertical. 
The  strength  of  this  movement  may  be  greatly  increased  by 

raising  and  lowering  very  slowly,  but  it  should  be  increased 
guardedly. 

THIGH  (front). 

1.  Stoop  to  floor,  walk  stooping. 

2.  Run  with  long  strides. 

THIGH  (back). 

1.  Take  a  full  breath,  arms  at  full  reach  and  parallel  over 
head,  touch  the  floor  with  hands  while  the  knees  are  kept  stiff. 

Begin  the  movement  reaching  only  as  far  forward  as  can  be 
easily  done  at  first  and  gradually  increase. 

2.  Raise  heel  as  far  as  possible  behind,  bending  knee. 

CALF  (front). 

1.  Fast  walking  with  stiff  knee. 

2.  Walk  on  heels  with  toes  drawn  up  high. 

CALF  (back). 

1.  Rise  on  toes  as  high  as  possible. 

2.  Hop. 

WRISTS. 

1.  Bend  up  and  down,  from  side  to  side,  and  rotate.  For 
flexibility,  shake  quickly  back  and  forth  and  side-ways  as  if 
flirting  drops  of  water  from  the  fingers. 

*  ANKLES. 

Sit  down  and  place  the  feet  in  a  chair  so  that  the  feet  project 
beyond  the  edge  of  the  chair.  Bend  the  feet  from  side  to  side, 
up  and  down,  and  rotate.  For  flexibility,  stand  and  shake  the 
lower  leg  from  the  knee,  until  the  ankle  joint  feels  free. 


STRETCHING  MOVEMENTS.  37 

STRKTCHINQ  MOVKMBNTS. 

1.  Stand  with  feet  separated  and  arms  extended  at  side 
horizontal.     Stretch  the  arms  slowly  and  strongly  until  the  fin- 
gers can  reach  no  further.    Then  slowly  relax  the  muscles,  as 
if  they  were  pieces  of  rubber  cord  pulling  back  to  position. 

2.  Feet  together,  reach  arms  over  head  close  to  the  ears 
and  parallel.    Stretch  high,  rise  on  toes,  still  stretching  the 
whole  body  from  the  feet.    Relax  slowly. 

These  two  movements  are  stimulating  and  equalizing  to  the 
circulation. 


UNIVERSITY 


SCHOOL  APPARATUS 
KOR   PHYSICAL  TRAININQ. 

As  physical  training  is  becoming  an  established  fact  in  the  public  schools 
there  is  a  demand  for  a  well  finished  and  durable  line  of  apparatus  at  moder- 
ate prices,  and  the  following  goods  are  offered  as  meeting  these  require- 
ments very  fully. 


i  I  I 


WOODEN   DUMB-BELLS. 

Made  from  perfectly  seasoned  lumber  and  well  polished. 


LENGTH  OUTSIDE 

DIAMETER 

ESTIMATED  WEIGHT 

PRICE,  PER 

No. 

OF  BALLS. 

OF  BALLS. 

OF  EACH  PIECE. 

PAIR. 

1. 

6  in..  . 

If  in.. 

2  oz  

$0.25 

2. 

7  in.  .  . 

2  in... 

3  oz  

30 

3. 

74  in.  . 

2J  in.  . 

5  oz  

35 

4. 

8  in..  . 

24  in.. 

7  oz  

-10 

o 

8f  in.. 

2|  in.  . 

10  oz  

45 

6  . 

<)JL  in 

3  m>  .  . 

1  •>  oz  

50 

•     •••••     •••*«/  A      *  1  J  •    • 

r- 

.  3J  in  . 

8. 

11  in... 

34  in.. 

21  oz  

60 

9 

3f  in.. 

26  oz  

65 

10. 

12  in..  . 

4  in... 

32  oz.  .....* 

70 

WANDS. 

A  well  polished  round  wand,  of  maple,  without  balls  on  the  ends. 

PRICE,  EACH. 

36  Inch,  ...................................................  SO.  15 

42      "     .......................................................  18 

48     "     .......................................................  22 

54     "     .......................................................  25 

60     "     .......................................................  30 

The  same  as  above  with  a  1J  inch  wooden  ball  on  each  end. 

PRICE,  EACH. 

36  Inch,  .................................................  ...  $0.30 

42     "     .......................................................  32 

48     "     .......................................................  37 

54     u     .......................................................  40 

60     "     .......................................................  45 

RINGS  OF  HARD  WOOD. 

Each  ring  is  made  from  three  thicknesses  of  wood  very  carefully  glued 
up  with  crossed  grains.     Outside  diameter,  6  inches.   Price,  per  pair,  $0.75 


A  list  of  some  of  the  Occupation  Material  and  School  Aids  made  by 
Milton  Bradley  Co.,  Springfield,  Mass.,  and  fully  described  in  a  special 
catalogue  which  will  be  mailed  gratis  to  any  teacher,  on  application. 

BUSY  WORK. 

Embroidery  design  cards.     Weaving  papers. 

Colored  papers  for  folding  and  cutting.     Peg  boards  with  colored  pegs. 

Beads  for  stringing,  combining  color,  form  and  number. 

NUMBERS. 

Square,  colored  sticks.     Number  cards.     Toy  money. 

Cube  root  blocks.     Primary  counting  blocks.     Numeral  frames. 

Desk  numeral  frames.     Fraction  discs.     Cubical  counting  blocks. 

FORM  STUDY. 

New  forms  and  solids  for  object  teaching.     The  gonigraph. 

Sticks  for  stick  laying.     Arithmetical  solids  and  geometrical  forms. 

COLOR. 

Color  teaching  tablets  and  gelatine  films.     Colored  pencils. 
Colored  papers  for  folding  and  cutting. 

DRAWING. 

Hints  on  the  use  of  sticks,  papers  and  clay  in  primary  drawing  lessons. 

Sticks,  papers  and  clay  for  above.     Practice  drawing  paper. 

Primary  drawing  models.     Primary  drawing  tablets.     Test  rules. 

Black-board  drawing  instalments,  compising  graduated  three  ft.  ruler, 
graduated  open  frame  triangle,  protractor  scale,  dividers  or  compasses, 
beam  compass,  elliptograph. 

MENSURATION. 

Parish's  mechanical  demonstrations  of  the  areas  of  circle  and  triangle, 
and  of  the  relations  of  the  solid  contents  of  cone,  sphere  and  cylinder  to 
each  other. 

School  cabinet  of  measures  and  weights.     Penny  rules. 

PHYSICAL  TRAINING  APPARATUS. 

Dumb  bells,  full  line  in  wood.     Wands.     Rings. 

MISCELLANEOUS. 

Brief  notice  of  the  kindergarten  and  its  occupations. 

Language  tablets.     Word  making  tablets. 

Educational  clock  dials.     Magic  slate  cleaner. 

Uniform  scale,  continental  series  of  dissected  maps. 

"The  Best"  pamphlet  case  and  file.     Tapley  self-indexing  file. 

BOOKS. 

Paradise  of  childhood,  a  complete  guide  to  the  kindergarten. 
Moore's  manual  of  drawing. 
The  kindergarten  and  the  school. 
Kindergarten  and  child  culture. — Barnard. 

Songs,  games  and  rhymes  for  the  nursery,  kindergarten  and  primary 
school. — Mrs.  Hailmann. 

Songs  for  little  children. — Eleanor  Smith. 


^> 

J 


m 


§ 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 

AN  INITIAL  PINE  OF  25  CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  SO  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.OO  ON  THE  SEVENTH  DAY 
OVERDUE. 


•**( 


MAR  15   1943 

1 

-| 

2?0ef5^c 

^  u 

RECTO  LD 

OCT  °  fi  mm 

1  *°  WSS 

i 
_ 

^ 

LD  21-100m-7,'39(402s) 

UNIVERSITY  OF  CALIFORNIA  LIBRARY 


